| PROFESSIONAL QUALIFICATIONS: |
| The requirements of this position are: |
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Master's degree special education (with behavior or therapeutic focus), psychology, social work or related field |
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Three to five years teaching or pupil personnel experience in two or more of the following areas: Applied Behavior Analysis, Functional Behavior Assessment, Educational or School Psychology, Social work (with a behavioral focus), Special Education (with a behavioral or therapeutic focus) |
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Knowledge of state and federal special education laws and regulations |
Additional preferred qualifications: |
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Two or more years experience working with students with autism |
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Valid Illinois Teaching Certificate |
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Board Certified Behavior Analyst (BCBA, degree or post-master's certificate) |
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Knowledge and experience using Picture Exchange Communication System, sign language, Applied Behavior Analysis (ABA), TEACCH, Lovaas Model and/or discrete trial |
| PERSONAL QUALIFICATIONS: |
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Outstanding communication and collaboration skills |
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Ability to interface with a variety of educational staff from administration to teacher assistants to families |
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Ability to handle interactions with discretion, tact, and courtesy |
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Excellent word processing, electronic presentation, and technology-based graphing skills |
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Ability to address behavioral issues based on a model of educational relevancy and priorities for learning |
| JOB ANALYSIS |
| To develop, implement and monitor behavioral interventions for students in member districts with behavioral challenges. Provide leadership and support to facilitate the applications of best practices for children with autism. Close collaboration with other professionals and educations in order to develop comprehensive and effective educational programs for students with autism and other behavioral challenges. The Behavior Consultant is under the supervision of the Director of Special Education. |
| PERFORMANCE RESPONSIBILITIES |
| Individualized Behavioral Support |
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Respond to requests from school personnel for consultation based on behavioral concerns by investigating background information and previous intervention steps taken by districts to determine if consultation is appropriate |
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Assist with district functional behavior assessments, assessing target behaviors and variables maintaining these behaviors based on both direct and indirect assessment methods |
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Assist with the development of individualized behavior intervention plans for students and consults with school personnel and parents when appropriate, on how to implement behavioral interventions |
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Assists staff in the development, collection, and analysis of data to assess student progress and the effectiveness of the interventions implemented |
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Meet with school teams to address necessary changes in behavioral planning to promote an increase or decrease in target behaviors |
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Promote strategies for generalization of skills into other environments and maintenance of desired levels of target behaviors |
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Support case managers in development of appropriate and ISBE-compliant IEP goals, FBAs, and BIPs |
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Collaborate with IEP- and/or building-level team members for the purpose of assisting in establishing effective student goals, behavioral supports, and programming options for students with behavioral issues |
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Serve as a resource for updated information regarding laws, regulations, and procedures related to special education |
| Professional Development |
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Provide individualized training to school personnel through workshops and presentations addressing specific behavioral needs of student(s) within their district |
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Provide dynamic modeling of instructional and behavioral interventions using a trainer of trainer model |
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Offer resources to parents by facilitating a Parent Support Group in the NWSE region |
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Deliver additional training for school personnel on development and implementation of research-based approaches for support of individuals with Autism |
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Offer presentations to community-based organizations regarding general information about autism and behavioral difficulties, as well as application of behavioral supports in the home or community setting |
| General |
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Keep the Director informated regarding overall behavioral programming in the Cooperative, including trends in progress and concerns |
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Throughout all duties, serve as a role model to encourage commitment to behavioral change |
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Abide by NWSE policies, procedures, and directives from supervising administrator(s) in performance of responsibilities |
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Perform all other duties as assigned by the Director |
